DepEd Grade 9 Learner's Module Science

DepEd Grade 9 Learner's Module Science

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DepEd Grade 9 Learner's Module Science from Marco Med

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• 1. DRAFT March 31, 2014 1 UNIT 1 Living Things and Their Environment Photo Credit: http://www.flyingfourchette.com/2013/05/25/around-ubud/
• 2. DRAFT March 31, 2014 2 Respiratory and Circulatory Systems Working with Other Organ Systems Overview Your body is a fascinating creation that can carry out incredible tasks and activities. It is like a machine that is able to function with proper organization of parts and systems. However, our bodies also require proper care and maintenance. It is just fitting to keep going with a healthy lifestyle to ensure that each part is maintained appropriately while getting the most out of it. In the past, you were introduced to the different levels of organizations in the human body and the mechanisms involved in it. You have learned that the human body is composed of different systems, which are collections of cells, tissues, and organs, each of which has a special job that keeps you alive. Whether you eat, play, dance, sing, or sleep; each part of your organ systems performs particular functions. You also discovered how the digestive system breaks down food to nourish your whole body. Now, you will learn how the different structures of the circulatory and respiratory systems work together to transport oxygen-rich blood and nutrients to the different parts of the body. You will also understand the prevention, detection, and treatment of diseases affecting the respiratory and circulatory systems. At the end of this module, you are expected to: 1. explain the mechanism on how the respiratory and circulatory systems work together to transport nutrients, gases, and molecules to and from the different parts of the body; 2. infer how one’s lifestyle can affect the functioning of respiratory and circulatory systems. Respiratory system is made up of the organs in the body that help us to breathe. Just remember that the word respiration is linked to breathing. Circulatory system is responsible for distributing materials throughout the body. Take note that circulation means transportation or movement in circles. Both systems are essentially meant for each other. The common purpose could not be attained without the other system. Unit 1 MODULE 1 Suggested time allotment: 8 to 10 hours
• 3. DRAFT March 31, 2014 3 In Module 1, you will be able to answer the following key questions:  How do the respiratory and circulatory systems work with each other?  How do the diseases in the circulatory and respiratory systems begin to develop?  How can a person’s lifestyle affect the performance of the respiratory and circulatory systems? Pre-assessment Direction: Fill in the K-W-H-L Chart below to assess your prior knowledge and understanding of the topic, Respiratory and Circulatory Systems, Working with the other Organ Systems. K W H L What do I know? What do I want to find out? How can I find out what I want to learn? What did I learn? Skills I expect to use: The Human Breathing System Breathe in and out. Notice your chest and belly moving and feel the soft air passing from the nose. Listen to the quiet sounds of breathing in and out. Imagine the air moving from the nose into the throat, through the air tubes, and into the airsacs. The parts of the respiratory system that are in charge of supplying oxygen are the nose, nasal passageways, windpipe, lungs, and diaphragm. In the nose and nasal passages, the entering air is made warm, damp, and clean of unknown particles. Next, the air moves down through the trachea, bronchi, bronchioles, and alveoli. Trachea is the empty tube that serves as passageway of air into the lungs. Bronchi are the two branching tubes that connect the trachea to the lungs. Bronchioles are the hairlike tubes that connect to the alveoli. Alveoli are the airsacs that allow gas exchange in the lungs. Perform the following simple activity to widen your understanding of the human breathing system.
• 4. DRAFT March 31, 2014 4 Activity 1 PART A What a Bunch of Grapes! Objective:  Identify the key parts of the breathing system Materials: Bunch of grapes (or any other bunch of fruits or vegetables such as arosep or lato (seaweed), lanzones, cauliflower, etc.) Procedure: 1. Hold up the bunch of grapes. Let the bunch of grapes represent the breathing system. 2. Within your group, locate the parts of the breathing system: the main stem as the trachea, the large branching stems as the bronchi, and all the little stems as the bronchioles. The individual grapes are the airsacs or alveoli. 3. One by one, gently take out some of the grapes to expose more of the branching stems (bronchioles). Observe its structure. 4. Trace the pathway of oxygen using the “Bunch of Grapes” model. Note that air moves from the nose (nasal cavity) and mouth (oral cavity) to the trachea, bronchi, bronchioles, and then into the alveoli (air sacs). The air we breathe carries the gas oxygen. When we breathe, the oxygen goes to the lungs. Figure 1. The bunch of grapes model of the breathing system TRACHEA BRONCHI BRONCHIOLES ALVEOLI
• 5. DRAFT March 31, 2014 5 PART B Objective:  Describe the function of each part of the breathing system Procedure: 1. Refer to the diagram, and check your understanding of the breathing system by labeling each part and giving its functions in the box corresponding to the part. Figure 2. The human respiratory system
• 6. DRAFT March 31, 2014 6 Guide Questions: Q1. What does each part of the “Bunch of Grapes” model represent, in relation to the breathing system? ______________________________________________________________________ Q2. How will you describe the pathway of oxygen in the breathing system? ______________________________________________________________________ Q3. What will happen if one part of the system fails to carry out its function properly? ______________________________________________________________________ Previously, you have already learned about the essential parts of the breathing system and their functions. Now, you will understand the mechanism and activities of the lungs and the diaphragm. Have you experienced being in a jam-packed train? You almost certainly could not wait to get out where there are fewer people so you could freely move. This is analogous to the process that makes air move in and out of your lungs. The air molecules are either crowded outside and tend to get into the lungs where there are fewer air molecules (inhalation), or they tend to get outside because they are too crowded inside the lungs (exhalation). When you breathe in, your diaphragm muscle contracts downward and rib muscles pull upward causing air to fill up the lungs. Can you explain why? Well, when your diaphragm goes lower and ribs shift up, they provide more breathing space in your chest. This also reduces the force on your lungs so the air will move in from the outside. Breathing out is a reverse process. Your diaphragm loosens up and the ribs and lungs thrust in, causing the gas to be exhaled. KEY CONCEPTS The air we breathe goes through the nose, nasal passages, and then through the trachea or windpipe, which separates into two branches, called bronchial tubes or bronchi, one entering each lung. The bronchi subdivide many times inside the lungs, analogous to the branching pattern of grapes, finally becoming hairlike tubes called bronchioles. In the last part of the terminal bronchioles are tiny bubble-like bunch of structures called alveoli or airsacs.
• 7. DRAFT March 31, 2014 7 Activity 2 Bottled Balloons Objectives:  Explain how the lungs work  Describe how the movement of the diaphragm helps the air go in and out of the lungs Materials: 1 two-liter empty plastic bottle 3 balloons (1 big, 2 small) 1 sturdy straw 1 pair of scissors 5 rubber bands Procedure: 1. Using a pair of scissors, cut the bottom out of the 2-liter plastic bottle. 2. Create two holes that are apart from each other in the cap of the plastic bottle. Make sure that each hole is just big enough for a straw to fit through. 3. Stick the two straws through the two holes of the bottle cap. 4. Place one balloon on the end of each straw, and secure them with rubber bands, as shown in the figure below. 5. Stick the balloon ends of the straws through the bottle opening and screw the lid on tightly. 6. Stretch out the larger balloon and place it over the open bottom of the bottle. Secure it with the rubber band as tightly as possible. Refer to the diagram of the finished lung model below. Figure 3. The two straws with the balloons are inserted into the plastic bottle cap. Figure 4. A constructed model of the human chest cavity
• 8. DRAFT March 31, 2014 8 5. Pull the larger balloon down; that is, away from the bottle, in order to blow up the two small balloons. 6. Push the larger balloon towards the bottle in order to let the air out of the two small balloons. 7. Write down your observations. Guide Questions: Q4. What does each part of the constructed lung model represent? ______________________________________________________________________ Q5. What happens as you pull down the balloon at the bottom of the model? ______________________________________________________________________ Q6. What happens as you push up the balloon? ______________________________________________________________________ Q7. How does the movement of the diaphragm cause the air to go in and out of the lungs? ______________________________________________________________________ Q8. What might happen if you prick the balloon? ______________________________________________________________________ Why do we believe that life is possible only on planets where oxygen is present? Oxygen is necessary for life to exist. Without it, the cells in the body would not be able to release the energy in food for power, and they would die within minutes. When you inhale air, your respiratory system gets oxygen. When you exhale, carbon dioxide is released. How do the respiratory and circulatory systems work together to carry out their common purpose? KEY CONCEPTS When you breathe in, or inhale, the diaphragm muscle contracts. Inhaling moves the diaphragm down and expands the chest cavity. Simultaneously, the ribs move up and increase the size of the chest cavity. There is now more space and less air pressure inside the lungs. Air pushes in from the outside where there is a higher air pressure. It pushes into the lungs where there is a lower air pressure. When you breathe out, or exhale, the diaphragm muscle relaxes. The diaphragm and ribs return to their original place. The chest cavity returns to its original size. There is now less space and greater air pressure inside the lungs. It pushes the air outside where there is lower air pressure.
• 9. DRAFT March 31, 2014 9 Perform the next activity to learn more about the gas exchange that takes place in the respiratory and circulatory systems. Activity 3 Just Go with the Flow! Objectives:  Describe blood flow and gas exchange within the heart, circulatory system, and lungs  Explain the mechanism of how the respiratory and circulatory systems work together Materials: Paper strips Rope or ribbon Marking pen Chalk Source: Glencoe/McGraw-Hill - http://www.glencoe.com/sites/common_assets/health_fitness/gln_health_fitness_zone/pdf/heart _rate_monitor_activities/the_heart/the_heart_activity_2.pdf Procedure: 1. Perform the activity with your group mates (7-8 persons). 2. Assign and label different areas in the outdoor setting as: lungs, left atrium, left ventricle, arteries, capillary, veins, right ventricle, and right atrium. 3. Using the marking pen, write down the word oxygen on as many paper strips as you can and place them in the lung area. The capillary area should have papers with carbon dioxide written on them. 4. Use the chalk to mark and define the different areas such as what is given in the diagram below. Assign some members of your group to stand still on the different marked areas. Figure 5. Illustration of the gas exchange activity HEART Veins Lung Area Left Atrium Left Ventricle Arteries Capillary Right Ventricle Right Atrium
• 10. DRAFT March 31, 2014 10 5. Choose two members from the group to take the trip around the different posts. Let the partners start the tour in the lung area and together pick up a paper labeled as oxygen from another member standing at his post. They should carry the strip of paper to the heart, passing through the left atrium, and then to the left ventricle. As the partners go to every station, they must leave a trail of rope or ribbon held by another member in a designated area, until the path of the journey is completely traced. 6. Partners must run along the chalk marks representing the arteries into the capillary area. 7. Tell the partners to exchange the strip of paper representing oxygen for a piece of paper representing carbon dioxide with a member in his designated area. 8. Make the partners run along the chalk marks representing the veins into the heart area, first to the right ventricle, then to the right atrium. 9. The partners must then run back into the lung area where the process begins again. When there are no more strips of paper, the activity is over. The leader may want to keep placing new papers into designated areas to keep the game going on longer. 10.After the activity, record your observations and answer the guide questions. Guide Questions: Q9. How do the heart and the lungs work together? ______________________________________________________________________ Q10. What takes place when you inhale and exhale? ______________________________________________________________________ Q11. What does blood deliver to every part of the body? ______________________________________________________________________ Q12. Why is oxygen important to your body? ______________________________________________________________________ Q13. How will you describe the sequence of oxygen, carbon dioxide, and blood flow in your own words? ______________________________________________________________________
• 11. DRAFT March 31, 2014 11 ENRICHMENT ACTIVITY In the given framework of the human body below, illustrate the blood flow and gas exchange in the respiratory and circulatory systems using diagrams and arrows. Color your work to show the distinction of oxygen and carbon dioxide carried in the blood. KEY CONCEPTS Air first enters your lungs and then into the left part of your heart. It is then driven by your heart into the bloodstream, all the way through your body. The heart pumps blood, which transports essential nutrients, oxygen, and other chemicals to every cell in your body. Once it reaches the cells, oxygen processes the nutrients to release energy. Carbon dioxide is given off during this process. The blood delivers carbon dioxide into the right portion of your heart, from which it is pumped to the lungs. Carbon dioxide leaves your body through the lungs when you exhale.
• 12. DRAFT March 31, 2014 12 The circulatory system is the life support structure that nourishes your cells with nutrients from the food you eat and oxygen from the air you breathe. It can be compared to a complex arrangement of highways, avenues and lanes connecting all the cells together into a neighborhood. Sequentially, the community of cells sustains the body to stay alive. Another name for the circulatory system is the cardiovascular system. The circulatory system functions with other body systems to deliver different materials in the body. It circulates vital elements such as oxygen and nutrients. At the same time, it also transports wastes away from the body. The following are the three major parts of the circulatory system, with their roles: 1. Heart – pumps the blood throughout the body 2. Blood vessel – carries the blood throughout the body  Arteries - carry oxygenated blood away from the heart to the cells, tissues and organs of the body  Veins - carry deoxygenated blood to the heart  Capillaries - the smallest blood vessels in the body, connecting the smallest arteries to the smallest veins - the actual site where gases and nutrients are exchanged 3. Blood – carries the materials throughout the body Figure 6. The human circulatory system
• 13. DRAFT March 31, 2014 13 CIRCULATION TYPE OF CIRCULATION DESCRIPTION DIAGRAM 1. Pulmonary Circulation Movement of blood from the heart, to the lungs, and back to the heart sln.fi.edu/biosci/systems/ pulmonary.html 2. Coronary Circulation Movement of blood through the tissues of the heart sln.fi.edu/biosci/systems/ pulmonary.html 3. Systemic Circulation Movement of blood from the heart to the rest of the body, excluding the lungs sln.fi.edu/biosci/systems/ pulmonary.html
• 14. DRAFT March 31, 2014 14 Activity 4 Let’s Organize! Objectives:  Identify the components of the circulatory system  Explain the different types of circulation Procedure: Using the given graphic organizer, fill in the missing parts, description, and functions to complete the entire concept. CIRCULATORY SYSTEM Blood Vessel Pumps the blood throughout the body Carries the materials throughout the body Parts Types CIRCULATION Types Systemic Circulation Movement of blood through the tissues of the heart
• 15. DRAFT March 31, 2014 15 The Human Heart Do you know how big your heart is? Take a look at your fist. The heart is a hollow muscle, as seen in Figure 7, which is just as big as your fist. It has four chambers with specific tasks to do: two ventricles and two atria. The atria are the receiving chambers of the heart, accepting blood from the body (right atrium) and from the lungs (left atrium). The ventricles are the pumping chambers, moving blood to the lungs (right ventricle) and into the body (left ventricle). The heart has two pumps. Each pump has two chambers, the upper and lower chambers. The upper chamber is the atrium that receives blood coming in from the veins. The lower chamber is the ventricle that forces the blood out into the arteries. There is a valve between each atrium and ventricle to prevent the blood from flowing backwards. The valves are like one-way doors that keep the blood moving in only one direction. Valves control movement of blood into the heart chambers and out to the aorta and the pulmonary artery. Refer to Figure 8. Q14. Explain how the heart works. Q15. Evaluate how the heart can be compared to a mechanical pump. All of the muscle tissues of the heart do not contract at the same time. Different parts of the heart contract at different times. When the top portion contracts, the bottom part relaxes. When the bottom contracts, the top relaxes. When a chamber contracts, it becomes smaller and the blood inside gets squeezed or pumped out. To have a better understanding of how your heart works, do the next simple activity. Figure 7. Photo of an actual human heart Photo Credit: Alexanderpiavas134 (Public Domain) Figure 8. The major divisions of the heart Figure 9. The detailed parts of the heart Source: sln.fi.edu/biosci/systems/ pulmonary.html Left Pulmonary Artery Right Pulmonary Artery Valve
• 16. DRAFT March 31, 2014 16 Activity 5 Pump It! Objectives:  Describe how the heart functions  Explain how blood is pumped by the heart Materials: 1 beaker or wide mouthed jar 1 balloon 2 flexible drinking straws 1 pair of scissors 1 large pan or sink adhesive tape water Source: Home Science Tools - http://www.hometrainingtools.com/make-a-heart-pump-science-project/a/1852/ Procedure: 1. Fill the jar half full of water. 2. Cut the neck of the balloon off at the part where it starts to widen into a balloon. Set the neck part aside to be used later on. 3. Stretch the balloon over the opening of the jar, pulling it down as tightly as you can. The flatter you can get the surface of the balloon, the better. 4. Carefully poke two holes in the surface of the balloon. Make them about an inch apart from each other and near opposite edges of the jar. 5. Stick the long part of a straw into each hole. The straws should fit securely in the holes so no air can get through around the straws. 6. Slide the uncut end of the balloon neck onto one of the straws and tape it around the straw. 7. Set your pump in a large pan or the sink to catch the pumped water. Bend the straws downward. Gently press in the center of the stretched balloon and watch what happens to the water in the jar. 8. Refer to the photo below to know what your setup must look like. Source: http://www.hometrainingtools.com/make-a-heart-pump-science-project/a/1852/ Figure 10. The heart pump model
• 17. DRAFT March 31, 2014 17 Guide Questions: Q16. What does the water inside the jar represent? ______________________________________________________________________ Q17. How will you compare the heart pump model and the human heart? ______________________________________________________________________ Q18. How does the heart function as a pump? ______________________________________________________________________ Q19. Will the heart model be able to function properly if the straw is blocked? Explain your answer. ______________________________________________________________________ Since you have already understood how the heart functions and how blood is pumped all over the body, you are now ready to check your own heart rate. Your heart beat is the sound that your heart makes as it pumps blood. Let us further investigate about it in the next activity. Activity 6 The Rhythm of My Heart Objectives:  Measure and describe your pulse (heart rate) after several different activities  Explain how to use different time intervals to measure your heart rate Materials: Stopwatch / timer Data Logbook KEY CONCEPTS The heart is a hollow muscular organ, about the size of your fist, which is located in the center of your chest between the lungs. It is a double pump that pumps on the left and right sides. Every side is divided into two chambers, the atrium and the ventricle, each of which has left and right portion, totaling to four chambers altogether. The top chamber is the atrium (plural: atria). The bottom chamber is called the ventricle. The valve acts as a one- way door, allowing blood to flow either forward into the next chamber, or out of the heart.
• 18. DRAFT March 31, 2014 18 Procedure: 1. Sit quietly for a few minutes before beginning the activity. 2. When you are ready, place your first two fingers either on your neck or on the inside of your wrist and locate your pulse. 3. Once you find your pulse, start the watch, and for 60 seconds, count the number of beats you feel. That is your pulse. 4. Try the experiment again, but this time count for only 30 seconds. When you are done, multiply your count by two. Compare your pulses. 5. Repeat by counting for 15 seconds and multiplying your count by four, then counting for 10 seconds and multiplying by six, and so on. 6. Once you have determined your resting pulse, go to a place where you can exercise vigorously for at least one minute. Exercise of this sort might include a fast jog, running stairs, skipping rope, or doing pushups. When you are done, you should be breathing hard. 7. Choose the length of the test you wish to perform and find your pulse again. 8. Compare your resting pulse with your pulse after exercise. 9. After the activity, record your observations and answer the guide questions. Guide Questions: Q20. What was your calculated resting pulse? ______________________________________________________________________ Q21. What was your pulse after exercising? ______________________________________________________________________ Q22. How would you differentiate your heart rates before and after exercising? ______________________________________________________________________ Q23. What is the advantage of timing for a full minute to find your pulse? ______________________________________________________________________ If you know that you have a serious medical condition, do not perform this activity. TAKE CARE!
• 19. DRAFT March 31, 2014 19 Q24. What is the advantage of timing over a shorter period of time, especially when you have just finished exercising? ______________________________________________________________________ Q25. According to statistics, the maximum heart rate should be 220 minus a person's age. How would you interpret your highest heart rate in relation to that given number? ______________________________________________________________________ Now that you are aware that strenuous activities may lead to an increased heart rate, you can now monitor your activities to avoid the dangers of cardio-respiratory diseases. Another risk factor that drastically increases heart rate and decreases the amount of oxygen in the blood is smoking cigarettes. Perform the next simple activity to learn more about the negative effects of cigarettes on a person’s circulatory and respiratory systems. Activity 7 Cigarette Smoking Is Dangerous to Your Health Objective:  Explain the negative effects of cigarette smoking on the circulatory and respiratory systems Materials: meta cards marking pen adhesive tape KEY CONCEPTS Each time your heart beats, it delivers oxygen-rich blood to your body, which allows it to function properly. Your heart rate or pulse is the number of times your heart beats in a minute (BPM or beats per minute). Shorter time intervals may be used in taking the pulse as long as it comes to 60 seconds upon multiplying with a factor. When you are resting, your heart rate slows down, as your body does not need as much blood as it does when you exercise.
• 20. DRAFT March 31, 2014 20 Procedure: 1. Look at the picture of the smoker’s body below, and take note of the illnesses that might develop due to cigarette smoking. 2. Within your group, brainstorm ideas about the effects of cigarette smoking on a person’s respiratory and circulatory systems using the meta plan strategy. 3. Choose a group member who will act as moderator to solicit all the ideas of the members about the negative effects of cigarette smoking on the circulatory and respiratory systems. 4. Each participant must give at least three negative effects of cigarette smoking on both circulatory and respiratory systems. Answers must be written on the blank cards. 5. The moderator collects the meta cards and reads each one of them while showing the cards to the whole group so that everyone can read them. Photo Credit: http://www.clarkisit.com/smoking-kills/ Figure 11. The smoker’s body
• 21. DRAFT March 31, 2014 21 6. After discussing the ideas within the group, stick and organize all the responses on the blackboard to categorize which answer falls under the respiratory and circulatory systems. Refer to the example given below. 7. Group the cards with identical or similar statements together into clusters, allowing multiple statements to emerge clearly. 8. Choose a representative to explain the work of the group. Enrichment Activity Gather and write down information about the different diseases affecting the respiratory and circulatory systems, and their common causes. The leading causes of death around the world are diseases affecting the respiratory and circulatory systems. However, they can be prevented simply by having a lifestyle that promotes wellness. Circulatory and respiratory diseases begin to develop with unhealthy living. Symptoms of these illnesses must not be neglected and appropriate cure must be given immediately. Carry out the next task to further broaden your learning. KEY CONCEPTS Cigarette smoking harms nearly every organ in the body, causing many illnesses and affecting health in general. The negative effects of smoking on circulatory system include increased heart rate and blood pressure, coronary heart disease, arteriosclerosis, and vascular diseases. The respiratory diseases caused by smoking are chronic bronchitis, emphysema, asthma, cough, colds, tuberculosis, lung cancer, and other respiratory infections. Cigarette Smoking Circulatory System Respiratory System
• 22. DRAFT March 31, 2014 22 Activity 8 Prevention Is Better Than Cure Objective:  Identify ways of detecting and preventing diseases in the respiratory and circulatory systems  Appreciate the importance of a healthy lifestyle in avoiding such diseases Procedure: 1. With your groupmates, create a story that illustrates various ways of preventing diseases that affect the respiratory and circulatory systems. You must also show the importance of keeping our bodies healthy and free from illnesses. 2. Present the story that you made in front of the class by means of role-playing. 3. Consider the following criteria to serve as your guide in completing the given task. STORY-MAKING AND ROLE PLAYING CRITERIA CRITERIA Percentage Preparation 15% Achievement of Objective 35% Imagination and Creativity 30% Presentation 20% TOTAL 100% KEY CONCEPTS The best way to prevent diseases in the respiratory and circulatory systems is to have a healthy lifestyle, which includes balanced diet, regular exercise, adequate rest, proper hygiene, and avoiding vices such as cigarette smoking and alcohol drinking. Circulatory and respiratory disease can easily be detected with regular health check-up and physical screening.
• 23. DRAFT March 31, 2014 23 The following activity that you will perform is a variation of a famous application game, known as “Four Pics – One Word.” Use your analytical thinking in answering each set of puzzles. Activity 9 What’s the Word? Objective:  Infer how one’s lifestyle can affect the functioning of the respiratory and circulatory systems Procedure: All four pictures in each given set depict negative ways of living. They are connected by one common word that indicates the effect of one’s lifestyle on the functioning of the respiratory and circulatory systems. The expected answers are illnesses that are brought about by the negative lifestyles. Write your answers in the box provided for each number. 1. What’s the word? A _ _ _ _ A
• 24. DRAFT March 31, 2014 24 2. 3. What’s the word? H_ _ _ _ _ _ _ _ _ _ N What’s the word? A_ _ _ _ A masslive.com
• 25. DRAFT March 31, 2014 25 Guide Questions: Q26. What idea is common in each set of pictures? ______________________________________________________________________ Q27. What are the negative lifestyles that are depicted in the pictures? ______________________________________________________________________ Q28. How can lifestyle affect the functioning of the respiratory and circulatory systems? ______________________________________________________________________ Q29. How can these negative lifestyles be changed? ______________________________________________________________________ Q30. What might happen if a person goes on with a negative lifestyle such as what was seen in the activity? ______________________________________________________________________ ENRICHMENT ACTIVITY 1. Compose a short poem about how one’s lifestyle can affect the functioning of the respiratory and circulatory systems, and recite it in front of the class. 2. Cut out different examples of unhealthy lifestyles from old magazines or newspapers, and create a collage out of the cut-outs on your notebook or journal. KEY CONCEPTS Several lifestyle choices can affect a person’s risk for developing respiratory and circulatory diseases. Negative lifestyle weakens your system while healthy lifestyle leads to complete wellness. Vices, stressful environments, and unhealthy eating habits can cause various diseases, specifically of the respiratory and circulatory systems.
• 26. DRAFT March 31, 2014 26 Performance Task: Information Dissemination Activity Goal: Your objective is to present helpful information to the public about effective ways of taking care of the respiratory and circulatory systems based on gathered data. The challenge is how you will be able to lead the people to take action rather than merely accepting the presented information. There are obstacles to overcome such as the reluctance and preconceived notion of people against changing their lifestyle to promote health. Role: Suppose you work for an advertising company as a graphic artist and your job is to create public informational materials. You are asked to disseminate information to the public regarding a lifestyle that ensures healthy condition of the respiratory and circulatory systems. Audience: Your target individuals to receive the information that you will provide are the people in your school community including all students, teachers, and school officials. Parents and other persons who visit your school might also see your work. Therefore, it is important that you convince them to consider the ways of taking care of their bodies, specifically the circulatory and respiratory systems. Situation: Upon gathering information from the school or local health workers, you have found out that poor lifestyle affects the performance of the respiratory and circulatory systems. Many people are unaware of this, so they simply continue with their busy lifestyles, neglecting their health, and exploiting their bodies. The challenge involves dealing with this by creating a poster that will stir up the people’s consciousness in having a healthy lifestyle. Product: Design a wall poster or placard that will make members of your audience aware of how they can effectively take care of their respiratory and circulatory systems. You may use any medium for your artwork. Standards: You will be given three (3) days to conceptualize and execute your ideas through poster-making. Once the product is finished, post it in a conspicuous place such as the canteen where everyone can see it. Your output will be assessed in accordance with the following rubric.
• 27. DRAFT March 31, 2014 27 Poster Making: Information Dissemination on How to Take Care of the Respiratory and Circulatory Systems RUBRIC CATEGORY 4 3 2 1 Presentation The poster clearly communicates the main idea and strongly promotes awareness The poster communicates some of the important ideas and slightly promotes awareness The poster indirectly communicates the idea and hardly promotes awareness The poster does not sufficiently communicate any idea that can promote awareness Creativity and Originality All of the graphics used on the poster reflect an exceptional degree of student ingenuity in their creation. Most of the graphics used on the poster reflect student ingenuity in their creation. The graphics were made by the student but were copied from the designs or ideas of others. The graphics were not made by the student. Accuracy and Relevance of the Content All graphics in the poster are accurate and related to the topic. Most graphics in the poster are accurate and related to the topic. Some graphics in the poster are accurate and related to the topic. The graphics in the poster are neither accurate nor related to the topic. Required Elements The poster includes all required elements as well as additional information. All required elements are included. Few required elements are included. Required elements are missing.
• 28. DRAFT March 31, 2014 28 Summary  Air enters the body through the nose, nasal passages, and then through windpipe or trachea, which divides into two branches, called bronchial tubes or bronchi. The bronchi subdivide many times inside the lungs, forming hairlike tubes called bronchioles. At the end of the bronchioles are tiny bubble-like structures called alveoli.  When you breathe in or inhale, the diaphragm muscle contracts. When you breathe out, or exhale, the diaphragm muscle relaxes. The diaphragm helps the air go in and out of the lungs.  Air first enters your lungs and then into the left part of your heart. It is then pumped by your heart into the bloodstream, all the way through your body. Once it reaches the cells, oxygen processes the nutrients to release energy. Carbon dioxide is the waste material given off during this process. The blood delivers carbon dioxide into the right portion of your heart, from which it is pumped to the lungs. Carbon dioxide leaves your body through the lungs when you exhale.  The heart is a hollow muscular organ, about the size of your fist, which is located in the center of your chest between the lungs. It is a double pump that pumps on the left and right sides. Each side is divided across into two chambers. The top chamber is called the atrium. The bottom chamber is called the ventricle. The valve acts as one-way door, allowing blood to flow either forward into the next chamber, or out of the heart.  Heart rate or pulse is the number of times your heart beats in a minute (BPM or beats per minute). When you are resting, your heart rate slows down, as your body does not need as much oxygen as it does when you exercise.  Cigarette smoking harms nearly every organ in the body, causing many illnesses and affecting health in general. The negative effects of smoking on the circulatory system include increased heart rate and blood pressure, coronary heart disease, arteriosclerosis, and vascular diseases. The respiratory diseases caused by smoking are chronic bronchitis, emphysema, asthma, cough, colds, tuberculosis, lung cancer, and other respiratory infections.  The best way to prevent diseases in the respiratory and circulatory systems is to have a healthy lifestyle, which includes balanced diet, regular exercise, adequate rest, proper hygiene, and avoiding vices such as cigarette smoking and alcohol drinking. Circulatory and respiratory disease can easily be detected with regular health check-up and physical screening.
• 29. DRAFT March 31, 2014 29 Summative Assessment Answer the following questions briefly. 1. The nutrients obtained from the food during digestion are supplied by the circulatory system to the body. What does the circulatory system distribute to the body as it works with the respiratory system? ______________________________________________________________ 2. If solid and liquid wastes are removed from the body through defecation and urination, what is released by the body as waste during respiration? ______________________________________________________________ 3. What happens to the diaphragm when a person breathes in or inhales? ______________________________________________________________ 4. Why is the human heart called a double pump? ______________________________________________________________ 5. What will happen if oxygen is not transported by the blood to the different parts of the body? ______________________________________________________________ 6. Since the valves act as the doors of the heart, what might happen if these doors do not close? ______________________________________________________________ 7. When we breathe in, we inhale many gases present in the air, including oxygen. What do you think happens to the gases that are not needed by the body? ______________________________________________________________ 8. You always hear and see the statement, “Government Warning: Cigarette smoking is dangerous to your health.” How does cigarette smoking increase the risk of developing cardiovascular diseases? ______________________________________________________________ 9. How does singing from the diaphragm, instead of the throat, help improve the voice quality of a singer? ______________________________________________________________ 10. An old woman joined a kilometer-dash sprint and felt very exhausted afterwards. How did the old woman’s activity affect her heart rate? ______________________________________________________________
• 30. DRAFT March 31, 2014 30 Glossary of Terms  Arteriosclerosis – a condition in which there is thickening and hardening of the arteries  Atrium – the upper chamber of the heart that receives blood coming in from the veins  Chamber – the empty space of the heart where blood is contained  Chest Cavity – a hollow space in the body enclosed by the ribs between the diaphragm and the neck and containing the lungs and heart  Chronic Disease – any illness that is prolonged in duration, does not often resolve suddenly, and is rarely treated completely  Coronary – relating to, or affecting the heart  Diaphragm – a large flat muscle that separates the lungs from the stomach area and that is used in breathing  Emphysema – a type of pulmonary disease involving damage to the airsacs  Pulmonary – relating to, or affecting the lungs  Pulse – the number of times the heart beats per minute  Vascular – relating to the blood vessels, which includes the arteries, capillaries, and veins  Ventricle – the lower chamber of the heart that squeezes blood out into the arteries
• 31. DRAFT March 31, 2014 31 References Printed Materials: Rabago, L., et.al, (2010). Functional Biology - Modular Approach. 2nd ed. Philippines: Vibal Publishing House, Inc Strauss, E; Lisowski, M., (2003). Biology: The Web of Life. 2nd ed. Philippines: Pearson Education Asia Pte Ltd.. Electronic Sources: (DepEd Materials) BEAM: Biology – Organ System – Circulatory System EASE Biology M11 Energy Producing & Distributing Systems, Lessons 2 & 3 APEX Biology – Unit IV, The Organ Systems, Lessons 11 & 12 (Online Resources) DnaTube.com - Scientific Video and Animation Site. 2013. Blood circulation. [online] Available at: http://www.dnatube.com/video/2864/Blood-circulation [Accessed: October 10]. Fi.edu.(2013). Body Systems: Pulmonary System - The Human Heart: An Online Exploration from The Franklin Institute, made possible by Unisys. [online] Available at: http://www.fi.edu/learn/heart/systems/pulmonary.html [Accessed: October 8, 2013]. Home Training Tools, Ltd. (2013). Heart Pump Project. [online] Available at: http://www.hometrainingtools.com/make-a-heart-pump-science-project/a/1852/. [Last Accessed October 2, 2013]. Smm.org. 2013. Habits of the Heart. [online] Available at: http://www.smm.org/heart/lessons/movs/heartPump.htm [Accessed: October 4, 2013] Sumanasinc.com. 2013. Animation. [online] Available at: http://www.sumanasinc.com/webcontent/animations/content/humanheart.html [Accessed: October 7, 2013] The McGraw-Hill Companies Inc. The Heart Activity. [online] Available at: http://www.glencoe.com/sites/common_assets/health_fitness/gln_health_fitness_zone/p df/heart_rate_monitor_activities/the_heart/the_heart_activity_2.pdf. [Last Accessed October 4, 2013].
• 32. DRAFT March 31, 2014 1 Heredity: Inheritance and Variation Learning Module No._____________ Number of Sessions (Time Allotment)____________ Overview Non-Mendelian Patterns of Inheritance In Grade 8, you learned that cells divide to produce new cells and meiosis is one of the processes producing genetic variations in Mendelian patterns of inheritance. In Grade 9, you will focus on describing the location of genes in chromosomes, explain the different patterns of non- Mendelian inheritance and describe the molecular structure of the DNA. Gregor Mendel’s principles form the base for the understanding of heredity and variation. Although Mendel’s work failed to discuss thoroughly the ‘factors’ or genes he mentioned in his laws of inheritance, his findings prompted other scientists to probe further into the mystery of heredity. Several researches were conducted after the rediscovery of Mendel’s work. Walter Sutton and Theodore Boveri became popular because they found the best evidence that an inherited trait is determined by chromosomes. Chromosome Theory of Inheritance explained that genes are in the chromosomes. Mendelian laws of inheritance have important exceptions to them. For example, not all genes show simple patterns of dominant and recessive alleles. In this module, you are expected to: 1. Explain the different patterns of non-Mendelian inheritance a. Identify characters whose inheritance does not conform with predicted outcomes based on Mendel’s laws of inheritance; b. Solve genetic problems related to incomplete dominance, codominance multiple alleles and sex-linked traits. c. Identify the law that was not strictly followed in the non-Mendelian inheritance 2. Describe the location of genes in chromosomes. a. Explain the chromosomal basis of inheritance. UNIT 1 Module 2 Suggested Time Allotment: 8 to 10 hrs
• 33. DRAFT March 31, 2014 2 b. Identify the components of a DNA molecule As you work on different activities in this module, you should be able to answer the following key questions: Before you start with the module, be sure to answer the pre-assessment questions. Pre-Assessment : Answer briefly the following questions: 1. Pink four o’clock flowers are obtained from a cross between pure bred red flower plant and white flower plant. What is the genotype of the pink flowers? ________________________________________________ 2. The structure of the DNA is actually in a double helix arrangement. The nitrogen bases in each of the chain can only pair with specific bases, like adenine pairs only with thymine and cytosine pairs only with guanine. If the left chain of a DNA molecule has the nucleotide sequence CCGTAGGCC, what is the sequence of the right chain of the DNA molecule?___________________________________________ 3. Read the given problem. In some aliens, one center horn (A) is codominant with two horns (B). If an alien inherits both alleles (AB), then the alien has three horns. A recessive allele (O) results in an alien which has no horns. Can you match the genotype to each of the pictures below? Write the genotype and phenotype of the four aliens in the box provided. Source: (image) www.biologycorner.com 1. 2. 4.3.  How is non-Mendelian inheritance different from Mendel’s observations?  What is the role of DNA in the transmission of traits?
• 34. DRAFT March 31, 2014 3 In the Mendelian patterns of inheritance, the effects of the recessive gene are not observed when the dominant gene is present. In this lesson, you will find out that certain traits do not always follow the Mendelian principles of heredity. 1. Incomplete Dominance In incomplete dominance, a heterozygote shows a phenotype that is intermediate between the two homozygous phenotypes. Neither allele is dominant over the other. An example of incomplete dominance is flower color in four o’clock plant, like those shown in Figure 1. When a pure red-flowered four o’clock plant is crossed with a pure white- flowered four o’clock plant, the offspring will produce neither red nor white flowers. Instead, all flowers will be pink.  Do you think the alleles blended to make pink? In incomplete dominance, it is only the phenotype that is intermediate. The red and white alleles remain separate and distinct. Half the gametes of the pink four o’clock carry the allele for red and half carry the allele for white. Therefore, the genotypic ratio also becomes the phenotypic ratio. Source: buffonescience9.wikispaces Figure 1. Punnett square showing a cross between red and white four o’clock flowers
• 35. DRAFT March 31, 2014 4 Now, work on this activity to help you understand better incomplete dominance. Activity 1 Phenotypes and Genotypes in Incomplete Dominance Objectives:  Explain incomplete dominance pattern of inheritance  Illustrate by means of Punnett square a cross involving incomplete dominance pattern of inheritance. Materials: Activity sheets Manila paper Marking pen Procedure: 1. Read the given problem: Show the possible outcome of the cross between two pink flowered four o’clock plants by using the Punnett square. 2. Now, another cross was made involving a red flowered four o’clock plant and a pink flowered four o’clock plant. 3. Using the Punnett square again, show the possible outcome. 4. Show your Punnett square for problems 1 and 2 using a Manila paper. 5. Present and discuss your answers. In four o’clock plants, R is the allele for red color and W is allele for white color. Two pink flowered four o’clock plants were crossed.
• 36. DRAFT March 31, 2014 5 Guide Questions: Q1. How many types of gametes will each parent produce in problem no. 1?_________ In problem no. 2? ___________ Q2. What is the phenotype of a heterozygous four o’clock flower?__________ Q3. What are the possible phenotypes of the offspring from the cross of the parental plants in problem no. 1?_________________ In problem no. 2?_____________ Q4. What are the possible genotypes of the offspring from the cross of the parental plants in problem no. 1?_________________ In problem no. 2?_____________ Now, that you are familiar with incomplete dominance, let us find out what happens when one allele is not dominant over the other. 2. Codominance (adapted from Grade 8 Learner’s module –since non-Mendelian is not included in the learning competency) Another pattern of inheritance is codominance. This results when one allele is not dominant over the other. The resulting heterozygotes exhibit the traits of both parents. One example of codominance is the MN blood typing in humans. On the surface of our red blood cells are proteins bound to sugar molecules, forming complexes called antigens. One group of antigens are controlled by a pair of alleles, LM and LN. The pairing of these alleles will determine the blood type of an individual, and there are three: M, MN and N. Table 1 summarizes the genotypes and phenotypes of the MN blood typing in humans. Key Concepts Incomplete dominance is a form of intermediate inheritance in which one allele for a specific trait is not completely dominant over the other allele. This results in a third phenotype in which the expressed physical trait is a combination of the dominant and recessive phenotypes.
• 37. DRAFT March 31, 2014 6 Table 1 Human MN blood types and their genotypes. Blood Types Genotype M LM LM MN LM LN N LN LN Note that in the heterozygote condition, both LM and LN alleles are expressed in that the red blood cells will have the M and N antigens. Just like in incomplete dominance, the genotypic ratio in codominance also becomes the phenotypic ratio. Another good example of codominance is roan fur in cattle as shown in Figure 2. Cattle can be red (RR = all red hairs), white (WW = all white hairs), or roan (RW = red & white hairs together). Source: www.biologycorner.com Figure 2 Codominance in cattle (Please include the colored picture of a roan cow to show the appearance of red and white hair together) You will work on the activity that demonstrates codominance of traits. Activity 2 Mystery Bull Objectives:  List the genotypes of the bull and cow in the given problem  Diagram and complete a Punnett square  Give phenotypic percentages of the offspring
• 38. DRAFT March 31, 2014 7 Materials: (by group) Marking pen Manila paper Procedure: 1. Read the given problem: Determine the possible traits of the calves if :  a red (RR) bull is mated with a red (RR) cow 1  a red(RR) bull is mated with a white (WW) cow 2  a roan(RW) is mated with a red(RR)cow 3 2. Illustrate your answers using a Punnett square. 3. Write your answers on the Manila paper. 4. Present and discuss your answers. Q5. Will you be able to trace the father of the calves?______________ What are the possible phenotypes of the calves for each cow?________________________________________________ Q6. Do you think you will make Mang Marcelino happy about the result of your investigation? _________________________________ Q7. How are you going to explain it to him? ________________________ Q8. How would you apply what you have learned to improve the breeds of livestock in your area? _____________________________________________________________ Q9. What possible suggestions can you give to animal breeders in your area? Mang Marcelino owns purebred red cows. In his farm he noticed that after a typhoon several months ago, all of the fences that separate his cattle from his neighbor’s cattle were destroyed. During the time that the fences were down, three bulls, one from each neighbor, mingled with his cows. For awhile, he thought that none of the bulls found his cows, but over the months, he noticed that all of his cows are pregnant. He suspected that one of the bulls is the father. Which bull is it? Help Mang Marcelino look for the father by solving the given problem.
• 39. DRAFT March 31, 2014 8 Many genes have multiple alleles. An example is ABO blood type in humans. 1. Multiple Alleles (adapted from Grade 8 Learner’s module –since non-Mendelian is not included in the learning competency) Sometimes, even if only two alleles control a trait, there may actually be more than two types of alleles available. This will also lead to more than two phenotypes expressed. Another blood group system in humans, the ABO system, is an example of a character governed by multiple alleles. Three alleles are responsible for this blood system: IA , IB, and i. The ABO blood type is determined by the presence or absence of two antigens, A and B. Allele i does not code for an antigen. There are four possible blood types as shown in Table 2. Table 2. Human ABO blood types and their phenotypes. Blood Types Genotypes A IA IA , IA i B IB IB , IB i AB IA IB O ii The IA and IB alleles are dominant over the i allele, which is always recessive. However, when the IA and IB alleles are inherited together, both alleles are expressed equally. This also makes IA and IB codominants of each other.  What is your blood type? Do you know your blood type? What are your parents’ blood types? Key Concepts In codominance, both alleles are expressed equally in the phenotype of the heterozygote. For example, red cows crossed with white cows will have offspring that are roan cows. Roan refers to cows with red hair and white blotches.
• 40. DRAFT March 31, 2014 9 Activity 3 What’s your blood type? Objective:  Infer the unknown phenotypes of individuals on the basis of the known phenotypes of their family members Materials:  Paper  Pencil Procedure: A. Given the blood types of the mother and the child, identify the possible blood type of the father. Mother’s Blood Type Father’s Blood Type Child’s Blood Type A A B AB AB B O O B. Show the possible alleles that can be found in each offspring and write the blood type for each offspring. Possible alleles from Father A B O Possible alleles from Mother A B O Use the table to answer the following questions, and list all possible blood types. Q10. What blood type (or types) can be found in an offspring if a mother has type A blood and the father has type B blood?